Proceedings of 4th Global Business and Finance Research Conference
25 - 27 May 2015, Marriott Hotel, Melbourne, Australia
ISBN: 978-1-922069-76-4
The Effectiveness of Information and Communication
Technologies (ICTs) on the Sustainable Efficiency of Education
Learning Systematic Processes
Mahmoud A. Ramadan
The purpose of this paper is to indicate the role and the real concept ,the findings of
“Information And Communications Technologies” ICTs in Education .ICTs efficiency and its
impact
on educational output/outcome as through expanding educational opportunities and
increasing efficiency of the education –technology.
In addition, the educators, teachers and learns (practitioners) will be all successful in their
academic and work careers, and so they can efficiently participate in modern technical society
This paper will also indicate that ICT is not just a useful e-tool but also it is a systematic approach
to both motivate learning and promote greater efficiencies in education systems and practices
This review set out to identify and to clarify that the most challenges, limitations and the
organization culture and how can educational institution deal with the effective use of ICT for
education with regard to the teaching- learning process
Therefore, an effective designed technology deployment will be used to disseminate resources,
connect students to information, enhance teachers’ practices and students’ performance in all
subject areas, improve school management, and support data-driven policymaking.
And based on the research conclusion the poor management of the ICT system and so other
factors are the root cause of the ineffective impact of the ICT on the educational system. For
dealing for that problem, as mentioned on the recommendations that mainly the fully collaboration
between the whole education –system team members.
Keywords: Information and Communication Technology (ICT), Information and
Communication Technologies (ICTs), education, performance, ICL curriculum, teaching learning process, educational –technology system
1. Introduction
In the 21st century, an ability to work with information and communication technologies(ICT) is
becoming as essential to education, life and workplace success as "reading, writing and
arithmetic". First of all we need to present some variety of the Definitions of the Information
and Communication Technologies (ICTs)
ICL can empower teachers and learners, promote change and foster the development of ‘21st
century skills, (Trucano,2005) , ICT can and will empower teachers and learners, transforming
teaching and learning processes from being highly teacher-dominated to student-centered,
and that this transformation will result in increased learning gains for students, creating and
allowing for opportunities for learners to develop their creativity, problem-solving abilities,
informational reasoning skills, communication skills, and other higher-order thinking skills .
This is aligned with Wagner ET (2005) all that technology has been shown to have a positive
impact on student motivation (and on teacher motivation), with an indirect impact on
attendance and school completion). And Reddi (2007) agrees on that by define the ICT as it is
critical particularly in the context of global development goals, the increasing demand of
education for all and the inability of existing educational systems to meet such a demand
without support from the ICT
Burton, 1999 also defines information and communication technology or “ICT” includes “tools
and resources used to communicate, and to create, disseminate, store, and manage
information. “Such tools are frequently lumped together as, simply, “technology.” And
( Kaffash et.al,2010)conform with technology as tools, relevant to various contexts as an
interdisciplinary domain, by defining ICT in curriculum as a transferable set of capabilities
related to ICT use by focusing on providing students with the tools to transform their learning
and to enrich their learning environment .
And so Gaible et al (2011) define ICL also based on technology concept, they said “Any
technology (mainly digital but also analog) that allows user to create, store, display information
in all its forms (text, images, video, audio) or communicate with others over a distance, such as
computers, television, handheld computers, radio, audiocassettes, DVD and CD players, cell
phones, networks, and the convergence of any of these technologies”
While definitions of ICTs are varied, it might be useful to accept the definition Provided by
United Nations Development Program (UNDP): ‘ICTs are basically Information-handling toolsa varied set of goods, applications and services that are used to produce, store, process,
distribute and exchange information.
And I think it’s close enough to the really role of the ICLs because the they are not just a
technological tools or systems it is _from my point of view in the teaching and education field–
a systematic process for teaching –learning process that improve the efficiency of
educators’, teachers ‘and students’ performance .
Do the ICTs have a role in education? Can argue both ways. Supporters of the view that ICTs
have a role in education, especially adult learning, have many arguments that they put forward
and most of these arguments center on issues of the global, the changing nature of the learner
and demand of education for all, and the reality that the existing educational system cannot
cope with the demand for education on the one hand, and the issues of access, equity, and
resources on the other (REDDI, 2007)
Knowing and using ICTs is important in today’s fast changing knowledge society, but we very
often are confused about what these media are. (REDDI, 2007)
Subsequently, many different terms are used to describe various sets of ICT-related
curriculums. Tool or tutee (Taylor, 1980), cognitive tools (Solomon, 1986) and mind tools
(Jonassen, 2000) are examples of these categories. Tagg identifies the role of ICT as a tool to
support and enhance the existing curriculum that enables more effective delivery of the
curriculum. He also defines it as a tool to extend the curriculum method, content, product and
process to new and useful territories which have not been possible in the past (Tagg, 1995).
However, there are still deficiencies of our understanding of the principles behind the design
and implementation of computer learning environments and the development of associated
pedagogies. Blenkin et al. (1992) argued that without a full appreciation of emergent theories,
curriculum change cannot take place.
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2. Literature review
2.1. The perspective of the ICT to achieve education and development goals.
“The role of ICT can be to provide alternative sources of information, outside of
textbooks. Technology is another source of quick information, available in a few minutes.
Schools don’t need to have sophisticated labs. Students can perform virtual experiments; work
with 3D math images—to help make up for resource and teaching aids that are not available.
And technology promotes the exchange of information, through social networks, forums, blogs,
so that there’s a quick exchange of information among students. And these students are
already using computers to communicate outside of school.” (Gaible et al, 2011).
And According to Reddi (2007), there are three ways in which ICT in education- especially
adult learning- is considered in current thinking. These are ICT education; ICT supported
education, and ICT enabled education.
A-ICT Education:
This is the most common understanding of the field of ICTs in education. Essentially, it
refers to the creation of human resource to meet the IT needs of the knowledge economy.
Very often, an ICT in Education policy of a government describes the steps by which
computers will be placed in schools, how teachers and students will be provided the basic
computer programming skills to cater to the growing job market in computer based
technologies.
2-ICT Supported Education:
A large number of distance education universities and programs use ICT to support the
print content that they deliver to students. These include broadcast audio and video such as
radio and television programs, audio and video tapes delivered to students as part of a
learning kit, and in more recent times, multimedia content such as lessons which are delivered
off line, i.e. on CDs. This is also sometimes called multimedia education, where multiple media
are used to support learning.
3-ICT Enabled Education:
Any educational program that is purely delivered through ICTs, or with ICT delivered
content as the primary backbone of the teaching-learning process, such as on line courses
through the web, is ICT enabled education. In simple words, this form of education requires
ICT access and requires that the learner use ICTs as a primary or basic medium of instruction.
When deciding to use ICTs, you must always decide the purpose for which you have made the
decision and what you expect to achieve from the content that will be produced. Is it to teach
computer skills, to support the learning process, or to instruct through the ICTs itself?
2.1. The perspective of ICT to enhance students’ knowledge and skills.
ICT can be used to help students build knowledge across all areas of the curriculum and to
help them build higher-order cognitive and life skills. If schooling is intended to be relevant to
work and important to a society, success in school should be accompanied by the
development of a broad body of knowledge and a complete range of skills—including literacy,
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numeracy, information literacy, and independent-learning skills that contribute to achievement
in later life. (Gaible et al, 2011).
ICT Curriculum as mentioned by (Kaffash et.al, 2010). The Early researches were divided into
four categories based on curriculum theory and practice:
1) Curriculum as a body of knowledge to be transmitted, He states that the influential
knowledge categorization included three disciplines: A) theoretical; B) productive, and C)
practical that is depicted in Figure one ;
2) Curriculum as an attempt to achieve certain ends in students' products;
3) Curriculum as a process; and 4) curriculum as praxis that is based on Aristotle (1976)
description.
Figure.(1) Curriculum theory and practice (Smith, M., 1996-2000)
The body of this approach has focused on syllabus curriculum as knowledge content and/or
subject. Education is the process which has transmitted to students by the most effective
methods that could be devised (Blenkin et al., 1992: 23). But, the dominant productive
education is most often considered as a technical exercise in which objectives are set; a plan
is drawn up, and then applied. Finally, the outcomes (products) are investigated (Bobbitt,
1918-1928; Tyler, 1949; Taba, 1962).
Another way of looking at the curriculum is via process. In this sense curriculum is the
interaction of teachers, students and knowledge. In fact, curriculum is what actually occurs in
the classroom and what people do to be prepared and evaluated. The curriculum as praxis
itself
2.3. The perspective of ICT curriculum practices:
Conceptual framework used in studies on applications of ICT in education is divided into
three dimensions of intended, implemented and achieved curriculum. The intended curriculum
refers to the curriculum described in terms of achievement targets, and educational processes
defined at the national school system level. At the classroom level, the intended curriculum
refers to the learning goals or objectives of a lesson.
Implemented curriculum refers to the educational processes happening at the school and
classroom levels, and it is described in terms of learning opportunities for students. Finally, the
attained curriculum refers to the students’ learning outcomes which can be achieved from the
learning experiences at school or classroom levels as depicted in Figure.
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Figure(2) .An overview of theoretical framework ICT curriculum:
Thus, the entire curriculum context for studying ICT practices has to be studied within the
three concentric contexts of micro level (classroom), meso level (school), and macro level
(community). These levels are mutually interacting and the boundaries between them are not
distinct (Kozma, 1999).
But there is a potential gap between the intended, implemented and attained Curriculum
(Voogt & Pelgrum, 2005). In order to implement ICT in education, It is stated that, the threeway interaction between learners, teachers, and Computers is needed to be considered, while
regarding the wider context in Which teachers and learners work (Squires & McDou`gall,
1994).
2.4. The ICT and the levels for learner:
And according to (Reddi, 2007) in the new educational system, there are likely to be four
levels of learners as follows:
 The first level will consist of students, who, able to afford the high cost of education, will
obtain it from either public or private institutions of higher education. They will be getting
the best of the facilities, and will soon form educational elites.

The second level of learners will consist of intelligent and competent students, who
unable to afford the cost of education, will obtain it from existing public institutions and
will soon be competing with the first level for membership in the educational elite.

A third level of students: will consist of the academically and financially poor students,
who will seek access to education from lower quality institutions Of higher learning.
And the last group of learners: would be most of the illiterate and the poor, whom you will be
addressing as part of your work.
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2.5 .The applications of ICT and the approaches to learn:
The functions performed by ICT during the teaching and learning process would include:
1) to display notes and drawings to supplement the teacher’s oral presentation,
2) to locate the topic of learning in an interesting context,
3) to supply stimulus materials to elicit ideas from students for discussion,
4) to provide visualization for the understanding of dynamic processes.
The teachers also provided the names of web sites so that the students could do follow up
reading after the teachers’ exposition. Although ICT was used in teaching the lesson, there
were often other types of activities such as paper and pencil work.
2.5.1. The Task-Based Approach to learning:
Historically, Task-Based Learning (TBL) seems to be an approach in language learning.
According to Willis (1996), “the task is a goal-oriented activity in which learners use language
to achieve a real outcome…learners use any target language resources, in order to solve a
problem, do a puzzle, play a game, or share and compare experiences”. Some educators in
the field of ICT education have also put ideas similar to TBL activities forward quite strongly.
This includes those who advocate theories of constructivism and apprenticeship learning
(Kafai & Resnick, 1996; Lave & Wenger, 1991).
These views raise fundamental doubts about the validity of conventional learning of declarative
knowledge, which is distanced from the actual physical and social context. At the beginning of
the lesson, the teacher usually takes an active role in providing the background of the task
(reviewing related knowledge, introducing the purpose of the task, and so on) and in teaching
the students how to use the technology.
In task-based lesson, a substantial part of the time is allocated either to students to work on
the task, individually or in groups. In the process, the students are playing an active role in
their work.
Here, the teacher’s control is exercised indirectly through the definition of the task goal and
directly through the discussion with students during their work. In discussions between the
teacher and the students, the teachers typically play a less prescriptive role.
They often coach reactively, in the sense that their directions or assistance is given based on
what the students want. They give their advice only after they have solicited and understood
the ideas of the students, and try as much as possible to follow the students’ line of thinking. In
some cases, the teacher works as a technical support person for the students. The students
tell the teacher what they want to do (but cannot do), and the teacher tells them what technical
steps could be taken. Some teachers would conduct an interim or final review of the task
products by the whole class. In these review sessions, the teachers would play a facilitating
role. They highlight key questions and invite comments from the students.
2.5.2Problem-Based Approach to learning:
The early applications of Problem- Based Approach (PBL) were in medical schools in the
1960s. It is now widely used in the field of education. The PBL instruction addresses the ability
to: 1) think critically and be able to analyze and solve complex, real-world problems, 2) work
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cooperatively in teams and small groups, and 3) demonstrate versatile and effective
communication skills, both verbal and written (Duch, Groh, &Allen, 2001). In PBL, learning
begins with facing a messy, unstructured real world problem.
The problem triggers the learning by having students define the problem, analyze the problem,
generate hypotheses, and identify learning issues. Students then work in small group to
discuss the problem scenario. They ask themselves questions, such as what they know from
the problem scenario presented, what they need to know and what ideas come to their minds
to solve the problem proposed by the teacher (Aspy, Aspy, & Quimby, 1993).PBL includes
students' abilities to:
a) pose questions and/or answer, questions about a suitable issue intelligently by formulating
strategies/plans an conducting investigations,
b) collect data,
c) analyze data mechanically,
d) us the computer and spreadsheet programs (Excel) as a tool for statistical calculation,
e) represent data graphically using Excel, and f) interpret data an draw conclusions.
However, Biggs (1999) stated that there is no single, all-purpose best method of teaching such
as available resourcing, students’ abilities, and individual strengths and weaknesses as a
teacher. It depends on how we conceive the process of teaching using ICT to produce learning
resources and provide successful learning experiences for students in the future.
2.6. The educational process categories :
Hadded (2007) illustrates that, before developing the online course, the teacher must
complete a graduate-level course on design and development of network-based
material. The online courses are housed in a Learning Space educational environment
that enables teachers to deliver lectures, moderate student discussions, conduct
assessments, and receive students’ work. Students can submit work individually or in
groups and can participate in discussions with their peers. And for Reddi, (2007) he
agrees with (Hadded, 2007 that the Contributions don’t have to be money.
Participating in the business advisory group for an ICT related program makes a big
difference and costs only your time and attention. Passing on used ICT equipment for
student labs and workshops makes a big difference at little real cost. Internship, job
shadowing, service learning and mentoring opportunities make an enormous difference
in student success.
Therefore, he 2007 adds that educational content is categorized into two educational
content - general awareness and instructional content as mentioned in Table one.
Table (1) Types of Educational Content
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2.7. Success factors when Implementing ICT in education
Kaffash et.al (2010) illustrates that ICT, as an interdisciplinary domain includes three phases:
Phase 1) foundation emphasis; mastering and applying technical fundamental in engineering;
Phase 2) specialization, in which, students develop and apply in depth knowledge in their
chosen fields; and
Phase 3) realization, in which, they bring their education to bear on problems, approaching
professional practice.
In all three phases of the curriculum students are engaged in disciplinary that required them to
put theory into practice.
However, Kennewell et al., (2000) identify a number of fields of knowledge whose content or
Methods are used by researchers and participants in the field of ICT:
1) Engineering for methods of selection of materials, tools and techniques with properties
required for particular purpose, and for the design, construction and configuration of devices
and systems;
2) Mathematics for the structures and relationships of logic and algebra which underlie
information storage, retrieval and processing;
3) Psychology for the ways in which humans interact with machines; 4) sociology for the
broader impact of ICT on human activity and relations.
2.8. Evaluating ICT in Education learning process:
using ICTs for education, especially adult learning, is a complex process involving a lot of
careful choices and decision making without which we cannot succeed, then why use ICTs in
education at all? The strengths of the ICTs include expanding reach and access, while
retaining uniform quality. And that ICT content can be, if carefully made, suit the audience
Reddi (2007) presents that it is intended for evaluate ICT and ICT content before taking any
decision to use them in adult learning settings. What we try to evaluate, whether it is readily
available content, or material that is going to be prepared is essentially



Knowledge, i.e. what has been learned. And we do this through knowledge tests and
longitudinal testing.
Understanding, i.e. what has been understood, testing to check if learner can rephrase
in own terms.
Application i.e. has the learner been able to apply what has been learned; i.e. solve
problems.
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4. Challenges and Limitations on applying an effective ICT in the education:
4.1. External limitations on applying an effective ICT:
1. The political and marketplace pressures on Education-technology developments.
Decisions about introducing ICT into schools on a large-scale or nationwide level are
frequently influenced by factors outside the education system—most notably political and
commercial interests. Delivering ICT to schools, whether the project is well designed and
appropriate to the system or not, can be presented to the public as a bold, innovative, and
impressive measure by politicians. As important, electoral timelines can shorten technologyproject timelines, without scaling back projected results: Decision-makers responding to
election cycles can sometimes influence project designs to “fast forward” technology roll-out,
the projected building of teachers’ skills, and students’ achievement, accelerating timelines
beyond the system’s capacity for new practices or change( Gaible et al,201)
2. The perspective of the culture and the capability of a country.
In some instances, overcoming constraints requires waiting for actions outside of schools:
Internet bandwidth is dependent in part on a country’s Internet infrastructure and on its
connection to international Internet “backbone.” Resolving connectivity in schools when the
primary constraint is poor national or international backbone lies well outside the education
system.
4.2. Internal limitations on applying an effective ICT:
There are limitations on the impact of ICT in schools. These limitations lie outside the
challenges addressed in the principles of using technology to improve education. All of these
constraints extend the time required to improve schools, (Gaible et al,2011).
1. Technology increases complexity in education systems.
Technology adds an additional layer of complexity to school systems—a layer that
encompasses more than the tools themselves, but also new skills, new activities, and new
interactions. Ordering this layer of complexity to deliver educational value requires new
organizational structures—to train teachers and students, create and disseminate resources,
and assess progress, and to procure, install, and maintain the new tools. More flexible
technologies, such as computers and the Internet, introduce higher degrees of complexity
than appliance-style technologies, such as DVD players, and broadcast technologies, such as
radio. But procuring, distributing supporting, and integrating any of these tools requires new
practices at every level to be effective,(Gaible et al,2011).
Beside that research shows that ICT affects students' attitude (Cox, Abott, Webb, Blakely,
Beauchamp, & Rhodes, 2004) but findings illustrate that many factors inhibit the
implementation of ICT in the curriculum. In other hand, most of the characteristics of computerbased teaching are context dependent, such as curriculum context, or the organizational set
up in schools; therefore they do not lie under the control of teachers. They are rather
determined by school management and educational policy frameworks. Many researchers
have studied the factors that contribute to successful educational changes (Fullan,1998).
Moreover, studies have found that the projects receiving the principal’s support were more
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likely to succeed, since the principal’s involvement indicates that the project is being taken
seriously, and it helps in recruiting both material resources and psychological support (Marsh,
2001).
2. Putting technology before education
according to Trucano ,2005 that One of the enduring difficulties of technology use in education
is that educational planners and technology advocates think of the technology fi rst and then
investigate the educational applications of this technology only and Reddi(2007) adds that
Placing the technology first. “The technology worked, but the effort did not yield results” is a
common assessment of projects using ICTs. This is because the bulk of investment in any
project generally goes toward such overhead costs and few resources are left for project
activities,(REDDI 2007 ).
3. Need for the most clear goals:
ICT is seen to be less effective (or ineffective) when the goals for their use are not clear. While
such a statement would appear to be self-evident, the specifi c goals for ICT use in education
are, in practice, are often only very broadly or rather loosely defined, (Trucano ,2005 ) and
Reddi ( 2007) explains that When a decision is taken to use ICT for educational purposes,
must be able to define and describe for what purpose the content will be used and also be very
clear as to what delivery system we are going to use. And (Hadded ,2007) also agreed with
them and says that tailoring instruction to the needs of individual students remains an
instructional urgent.
today’s classroom instruction does not achieve this. So tailoring
instruction to the needs of individual students requires very low teacher-to-student ratios—
specifically the one-to-one ratios found in individual tutoring .so Reddi(2007) confirms that
Such a decision should not be based on the technologies but on the conditions and contexts in
which seeking to use the ICT.
4. Mismatch between methods used to measure effects and type of learning promoted:
In many studies there may be a mismatch between the methods used to measure effects and
the nature of the learning promoted by the specific uses of ICT, (Trucano ,2005 ) .Although it
is generally assumed that ICT has high potential for improving education, research consistently
has had difficulty in providing convincing evidence on the impact of ICT on student's
performance. This is mainly due to the fact that the use of ICT often contributes to the mastery
of complex cognitive skills. These types of skills cannot be determined by means of simple
standard tests.( Kaffash et.al,2010)
5. Monitoring and evaluation is not receiving the attention it warrants
A agreement holds that insufficient attention is paid to monitoring and evaluation issues and
feedback loops during the program design process of most ICT in education initiatives.
(Trucano ,2005 ).
6. selecting the most appropriate medium of the ICT:
Project managers in many ICT based efforts have yet to determine what is the most
appropriate medium to deliver knowledge? Appropriateness of medium and content is related
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to issues of reach and access; technologies of both hardware and software content relevance,
cultural acceptability and usability by ( Reddi , 2007 )
And Pelgrum & Anderson (1999)illustrate
in their international study found that many
countries experienced that, despite major investments, ICT implementation in education
proceeded slower than expected. Although a rapid improvement in computer-per-student was
observed, it appeared that the use of computers in subjects, except for computer literacy and
computer science courses, was still marginal. (One of the) major problems is that the
educational software is often isolated and not integrated with the textbooks that many teachers
use (Van den Akker, Keursten, & Plomp, 1992; Voogt, 2003). Moreover, many ICT applications
are poorly attuned to the curriculum (Voogt, 2003).
4.3. The role the teachers or educators and learner and missing innovation
concept:
the responsibility of the educator is a key person in the whole process of learning and
transacting education and a gateway to the learner and responsibilities of the teachers or adult
educators are many, and very often they feel threatened and further challenged when told that
they have to use ICT, sometimes even feeling that they may well lose their jobs or be replaced
by the ICT,( Reddi 2007 ) .Beside that many innovations fail because teachers do not have an
understanding of the principles behind the innovations they are expected to carry out, and
have not had sufficient training in the skills needed to use the technology. They often do not
see a fit between the technology, their goals and intentions as teachers (Cuban, 1986)
In the other hand, one of the major challenges in realizing curriculum change is to create
consistency and balance between these different curriculum representations. Voogt (2003)
found that ICT applications are poorly attuned to the curriculum. Also, some practical reasons
hinder the implementation of ICT.Cuban (2001) in a study on ICT use in the Silicon Valley
region found that teachers hardly change their teaching routines when using ICT. Olson (2000)
argued that ICT often does not fit into the existing teaching culture and may even undermine
the teacher’s sense of efficiency
Therefore the Comprehensive approaches of improvement can make use of technology to
support different components in the education system. And accordingly to Trucano (2010) that
comprehensive deployments of ICT can be challenging. Planning and implementation require
political commitment, effective project design and management, and high levels of capacity
within the education system and among all stakeholders. In lower-capacity education systems
in particular, additional investigation is required to determine key characteristics that lead to
positive impact.
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Figure 3: Comprehensive approach to ICT for sector strengthening in education
Sourse: (Gaible et al,2011)First Principles: Designing Effective Education Programs Using Information
and Communication Technology (ICT)
5. Benefits of applying and effective ICT :
According to Becta (2003) that Technology in schools can also help students progress along
the school-completion continuum, from primary to secondary to completion of higher
education. Among the earliest research findings in relation to the instructional use of
technology was a strong correlation with increased students’ motivation
Thus Kaffash et.al (2010) states that the knowledge, skills and behaviors identified for ICT
interdisciplinary curriculum model enable students to develop new thinking and learning skills
that produce creative and innovative insights. It also develops more productive ways of
working and solving problems individually and helps them to express themselves in
contemporary and socially relevant ways, communicating locally and globally to solve
problems, sharing knowledge, understanding the implications of the use of ICT and their social
and ethical responsibilities.
And Like all innovations that we have come to accept, ICTs also have strengths and
Weaknesses. We should list these because it is important to know what they are especially if
we are to plan and use them effectively. Some of the strengths of the ICT mentioned by
(Reddi, 2007) include:
� Individualization of learning: This means that people learn as
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Individuals and not as a homogenous group. ICTs allow each individual to relate to the
medium and its content.
� Interactivity: Interactivity is the way in which a person can relate to the content, go forward
and backward in the content, start at any point depending upon prior knowledge instead of
always in a sequential way.
� Low per unit cost: Per person, ICTs reduce the cost of education from very high to very low.
� Distance and climate insensitive: It does not matter where you are, or how the weather is,
you can still access and learn from ICTs.
� Can serve multiple teaching functions and diverse audiences:
ICTs, especially the computer and Internet based can be useful in drill and practice; to help
diagnose and solve problems, for accessing information and knowledge about various related
themes.
� High speed delivery, wide reach at low cost: There is instant delivery of information.
� Uniform quality: If content is well produced and is of good quality, the same quality can be
delivered to the rich and the poor, the urban and the rural equally and at the same low cost.
Conclusions
To make ICL worth the reward, technology should be used to diagnose weak areas where
system capacity is poor, schools are underperforming, or as essential gaps in student
learning, barriers to effective teaching, limitations in information management. A lot of work
needs to be done in ICT-education approach to become effective and integral tools in
sustainable education process
 First, the real meaning of the ICT in schools and classrooms tends to attract school
learner’s interest and motivation” (Lafferiere, 1999). Although it is assumed that
computer supports process and the use of ICT has suddenly emerged, but the concept
of ICT in curriculum is still very new and this term is poorly understood.
 Second, It is more important that any educational institution should first fully
understanding both their strengths and weaknesses before planning to use them in
their adult learning setup otherwise all ICTs are useless and inadequate in education.
 Third, Choice and use of ICTs depends upon the investment in people first, rather than
on the deployment of sophisticated ICT based “solutions” without adequate attention to
the people feedbacks, complaints and requirement
Therefore , the shortage of the knowledge and the experience and poor decisions
because Limited application of
international standardize regarding managing
performance and impact indicators for ICTs in education and the lack of monitoring ,
evaluation tools and methodologies dealing with the use of ICTs in schools and their
impact on teaching and learning will have a very negative impact into the educational
policy.
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 Fourth, the ineffective monitoring , weak evaluation and the identifying of the potential
and actual challenges that the desired outcomes will be very limited which maximizing
the negativity of the participations
 Fifth Based on that the main obstacles of implementing an effective ICLs which is the
cost .The costs Potentially very high , because of a limited number of people able to
do such work, and schools typically have limited vision to participate in such activities
 Finally teaching-learning technical approach is not focusing on the development of
higher order skills as required , limited official standard of selection of tools and
resource; limited sharing and limited participation by teacher, educator and learners in
the process of planning and evaluating the use of ICT in problematic situations; the
concept of developing a team of coordinators is not full activated .
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